It is important for parents to understand the difference between IEP vs 504. IEPs have more safeguards in place to ensure schools provide the right support.

Inside: Browse, print, and use this comprehensive list of IEP Accommodation and 504 Accommodations. Includes a PDF.

Learn how Section 504, IDEA and ADA apply to students with special needs to make sure your students are getting the attention they deserve.

Inside: Browse, print, and use this comprehensive list of IEP Accommodation and 504 Accommodations. Includes a PDF.

Supporting kids with special needs works best when both regular education and special education staff work together. That's why it is helpful for all teachers to understand how they can modify and accommodate for students in their classrooms. For newer teachers, learning that you need to modify work

Individualized Education Programs (IEPs) and 504 plans are similar but different. See how they compare in what they provide and the processes and laws involved.

Inside: Browse, print, and use this comprehensive list of IEP Accommodation and 504 Accommodations. Includes a PDF.

I just got back from Irlen Screener Training and I have discovered something incredible: I see distortions when I read. The reason this is incredible is because I had no idea I had this problem. This realization has changed... Bonnie LandauIrlen Syndrome, Dyslexia, Visual Processing

As a new teacher concerned with lesson plans, testing, assessment and extracurricular activities another important issue is accommodations for exceptional students. In your classroom you may have a number of students in special education which is “an educational program that is based on and modified by the results of continuous assessment and evaluation and that includes a plan containing specific objectives and an outline of educational services that meets the needs of the exceptional pupil” (Education Act, Section 1). The school principal is required to ensure that an Individualized Education Plan (IEP) is developed for each student who has been identified as exceptional by an Identification, Placement and Review Committee (IPRC), within 30 school days of the student’s placement in a special education program. At this point you may be asking your self, “Who is an exceptional child?” Exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program and related services to fully benefit from their education. Thus, “exceptional” is an inclusive term that refers to children with learning and/or behavior issues, children with physical disabilities or sensory impairments and children who are intellectually gifted or have a special talent (Heward, 2006, 10). You may have students in your class that fall in the following categories of exceptionality that require an IEP: • developmental disabilities • learning disabilities • emotional and behavioral disorders • Autism • communication disorders (speech and language disorders) • hearing impairments • visual impairments • physical and health impairments • multiple disabilities • giftedness and special talents What is an Individual Education Plan (IEP)? An IEP is… • A written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student’s strengths and needs – that is, the strengths and needs that affect the student’s ability to learn and to demonstrate learning; • a record of the particular accommodations (supports or services that are not provided to the general student population but that are required by individual students with special needs to help them achieve learning expectations and demonstrate learning), needed to help the student achieve his or her learning expectations, given the student’s identified learning strengths and needs; • a working document that identifies alternative expectations, if required, in program areas not represented in the Ontario curriculum; • a record of the specific knowledge and skills to be assessed and evaluated for the purpose of reporting student achievement of modified and/or alternative expectations; • an accountability tool for the student, the student’s parents and everyone who has responsibilities under the plan for helping the student meet the stated goals and learning expectations as the student progresses through the Ontario curriculum. The IEP process involves the following five phases: 1. Gather information • review the student’s record • consult with parents, the student, school staff and other professionals • gather information through observation of the student • consolidate and record information. 2. Set the direction • begin work on the IEP (e.g., record the reason for the IEP, record personal information, list relevant assessment data) • indicate the student’s areas of strength and areas of need on the IEP • establish a collaborative approach – the IEP team. 3. Develop the IEP as it relates to the student’s special education program and services • record decisions about program exemptions, course substitutions and eligibility for a diploma or a certificate • determine accommodations; record subjects or courses with accommodations only • determine teaching strategies and assessment methods • record information about evaluation, reporting and provincial assessments • record information about the IEP development phase (including details of parent/student consultations); secure principal’s approval. 4. Implement the IEP • share the completed IEP with the student, parents, school staff, and other professionals (providing a copy to parents and to the student, if 16 years of age or older) • put the IEP into practice • continuously assess the student’s progress • adjust the IEP as necessary (recording any changes in goals, expectations, accommodations, teaching strategies, and so on) • evaluate the student’s learning and report to parents. 5. Review and update the IEP • update the learning expectations at the beginning of each reporting period • review the IEP regularly and record revisions • plan for the transition from elementary to secondary school, or for a transfer to another school. A list of accommodations the student requires to help him or her learn and demonstrate learning includes the following: Instructional Accommodations: adjustments in teaching strategies required to enable the student to learn and to progress through the curriculum. • buddy/peer tutoring • note-taking assistance, duplicating notes • ability grouping • graphic organizers • manipulatives, concrete/hands-on materials • more frequent breaks Environmental Accommodations: changes or supports in the physical environment of the classroom and/or the school. • alternative work space • strategic seating, proximity to instructor • reduction of audio/visual stimuli • minimizing of background noise, quiet setting • special lighting Assessment Accommodations: adjustments in assessment activities and methods required to enable the student to demonstrate learning. • extended time limits • alternative settings • more frequent breaks • prompts to return student’s attention to task • extra time for processing • reduction in the number of tasks used to assess a concept or skill Sources: “About: Special Education” http://specialed.about.com “The Individual Education Plan (IEP), A Resource Guide” http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html “Individualized Education Program” http://en.wikipedia.org/wiki/Individualized_Education_Program “Special Education” http://www.edu.gov.on.ca/eng/general/elemsec/speced/speced.html “Wythe County Special Education: The Special Education Cycle” http://wcps.wythe.k12.va.us/public/speced/pages/sped1.htm

I so wish I had a magic wand to get schools to say yes when the child clearly needs services but the schools are obviously manipulating the situation to make sure they can say no. Special education advocates know that the law is the way to get schools to change their mind. The following questions …

November 2020 Edition

Accommodations to support students in your classroom who have Dyscalculia or other math disabilities be successful in school.

Collaboration between school and home is essential to creating an appropriate 504 plan; and just as important is implementing the plan as written consistently to provide the student with Dyslexia the support they need to be successful.

Informal assessments for special education in the areas of Reading, Writing, and Math. Two versions: one printable and one digital.

Interview prep questions for new special education teachers and teachers who are interviewing this year! Download the list!

Is an IEP evaluation the same as a 504 plan evaluation? An expert explains the difference between evaluations for IEPs and 504 plans.

Special Education teachers are the masters of data collection! At times, collecting data can be overwhelming, especially when you sometimes have to outsource the collecting to other teachers, specialists, or teaching assistants. Tracking accommodations is necessary to make sure an IEP is being followed and can be helpful in determining which accommodations should be added to or removed from the IEP. Believe it or not, collecting data on accommodations and modifications does not have to consume your life! Share Information Be sure to share vital information with all teachers and assistants that work with your students. I have an accommodations organizer that I organize all of the information of my class. The information is in one place which is helpful for sharing information with assistants, special area teachers, and substitutes. When I first began teaching, I did not bother sharing such information with special area teachers until it was brought to my attention that a student of mine did not complete a test in physical education class. That student had trouble reading and was supposed to have his tests read. The PE teacher was unaware of his accommodations and therefore did not deliver them. I use a special form that reminds me of who needs to be informed of accommodations and modifications at the beginning of the school year and after an IEP annual review. Train Your Team If you have paraprofessionals in your classroom working with students, it is important to train them in how to deliver and how to track accommodations and modifications. Some interventions are more detailed than others. Observe your team while they are working with students and provide feedback as needed. The time you put in to properly train your team to record data the same way you would is so well spent! Use Checklists When I first started teaching, I used to write notes on a post-it that included which accommodations and modifications were used on assignments along with their effectiveness. It was very time consuming and often times, I forgot to add some things. Finally, I came up with a few checklists and forms to help the process. Level of Support One of the forms I use tracks the level of support a student needs from an adult. I use this one to determine the need for a 1:1 teaching assistant. It is useful before adding a TA and to collect data to see if continuing the intervention is a necessity. The adult that works with the student at that time fills it out while working with the student. Accommodations and Modifications Tracker I use this form two ways, depending on what I am collecting data for. As an IEP meeting approaches, I like to review the need for the interventions on the IEP. I can track the types of interventions are needed for different types of assignments and activities. More importantly, I can track the effectiveness of such interventions. I can also cut this tracker apart to staple it onto work samples. The work samples can be to show the Committee on Special Education the student's growth or regression. I also like to send work home with students with the form filled out from time to time so parents can see what kind of help the student needs in order to complete assignments at school. Frequency Tracker Another way I like to track the use of accommodations and modifications needed in school is with a frequency tracker I created. This gives me a quick visual of which interventions are being used and which are not. I focus on this during the weeks before a meeting so I can determine which accommodations and modifications need to remain, be added, or be removed from an IEP. Data collection is so important but it doesn't have to take over your entire life. Once you create a few checklists that fit your classroom or purchase one of the many checklists and charts from my TpT store, you will save yourself a ton of time and will have more data than you've ever had before!

I was in a heated IEP meeting one time, and a teacher angrily blurted out, 'What do you want from me? Do you want me

A 504 school plan can help a child who doesn’t qualify for special education, but who could benefit from some 504 accommodations in school. Here's what parents need to know!

Collecting good data through progress monitoring, RTI, or MTSS is key to help guide differentiated instruction. Start collecting good data early!

EASY CHECKLIST OF ACCOMMODATIONS Before you go through an IEP meeting to make changes to the accommodations and modifications section of the IEP, try using this checklist. As you check of what does...

Challenges with focus and attention can become a huge roadblock to learning for kids and young adults. Simply put, attention is critical to learning. If students can't focus on the lesson, they are going to struggle with understanding the new content. If students can't focus on the directions, they

Kids who struggle with self-regulation and managing emotions may get unique accommodations written into their IEP or 504 plan. Learn more, as parents share the surprising supports that help their child cope with challenges.

As special education teachers, there are a few red flags to avoid during an IEP meeting. Here are 10 things not to say in an IEP meeting.

Accommodations to support students in your classroom who have Dyscalculia or other math disabilities be successful in school.

Differentiation and scaffolding can help students better understand and learn. Here are teaching ideas and tips to use in class.

Is your child struggling with pragmatics and other issues, but you just can't find what fits their symptoms? Read about NVLD. It gave many parents that a-ha! moment.

Special educators need a pretty large toolbox of strategies and resources to support our learners. So often, our students can have significantly diverse needs and levels. On any given day, special education teachers might need to take student reading data, modify a math assessment, teach science wit

College. There are the courses that prepare you for the "textbook stuff", but nothing in the world prepares you for teaching quite like actually teaching does. Learn the special ed secrets, that things you don't learn in college, only at Mrs. D's Corner.

ADHD students need 504 accommodation plans (and IEPs) to make sure their teaching team has the information they need to successfully support your child’s profile.

Do you know what special education services a child with ADHD is entitled to? Who must evaluate the child? When the school can refuse to comply with a 504 Plan or IEP laws? If not, read this.

Children with selective mutism can be successful in the classroom with accommodations designed by a Speech Language Pathologist.

What is a 504 plan? Get a definition of 504 plans and learn about Section 504 services for students in this guide.

I'm sure we've all heard this term before. If you are a teacher, especially a special educator, you know this term well. You might...

Accommodations vs modifications - they are two words that are used often in special education but It's important to understand the difference.

Unlock the mystery of Dyscalculia, a specific mathematics disorder. Dive into the complexities of number sense, language, and executive functioning skills in mathematics. Identify potential indicators and understand when a comprehensive assessment is needed. For in-depth insights, explore strategies

Yes, children with IEPs and even 5-year-olds can be suspended. It's a disturbing trend, so here's what to do if it happens in your household.

Here is a list of suggested classroom accommodations for children with dyslexia. These classroom accomodations can be used for your IEP or 504 Plan.

Reading: you can practice reading one-on-one at one of our location partner sites.

I was in a heated IEP meeting one time, and a teacher angrily blurted out, 'What do you want from me? Do you want me

Special Education teachers are the masters of data collection! At times, collecting data can be overwhelming, especially when you sometimes have to outsource the collecting to other teachers, specialists, or teaching assistants. Tracking accommodations is necessary to make sure an IEP is being followed and can be helpful in determining which accommodations should be added to or removed from the IEP. Believe it or not, collecting data on accommodations and modifications does not have to consume your life! Share Information Be sure to share vital information with all teachers and assistants that work with your students. I have an accommodations organizer that I organize all of the information of my class. The information is in one place which is helpful for sharing information with assistants, special area teachers, and substitutes. When I first began teaching, I did not bother sharing such information with special area teachers until it was brought to my attention that a student of mine did not complete a test in physical education class. That student had trouble reading and was supposed to have his tests read. The PE teacher was unaware of his accommodations and therefore did not deliver them. I use a special form that reminds me of who needs to be informed of accommodations and modifications at the beginning of the school year and after an IEP annual review. Train Your Team If you have paraprofessionals in your classroom working with students, it is important to train them in how to deliver and how to track accommodations and modifications. Some interventions are more detailed than others. Observe your team while they are working with students and provide feedback as needed. The time you put in to properly train your team to record data the same way you would is so well spent! Use Checklists When I first started teaching, I used to write notes on a post-it that included which accommodations and modifications were used on assignments along with their effectiveness. It was very time consuming and often times, I forgot to add some things. Finally, I came up with a few checklists and forms to help the process. Level of Support One of the forms I use tracks the level of support a student needs from an adult. I use this one to determine the need for a 1:1 teaching assistant. It is useful before adding a TA and to collect data to see if continuing the intervention is a necessity. The adult that works with the student at that time fills it out while working with the student. Accommodations and Modifications Tracker I use this form two ways, depending on what I am collecting data for. As an IEP meeting approaches, I like to review the need for the interventions on the IEP. I can track the types of interventions are needed for different types of assignments and activities. More importantly, I can track the effectiveness of such interventions. I can also cut this tracker apart to staple it onto work samples. The work samples can be to show the Committee on Special Education the student's growth or regression. I also like to send work home with students with the form filled out from time to time so parents can see what kind of help the student needs in order to complete assignments at school. Frequency Tracker Another way I like to track the use of accommodations and modifications needed in school is with a frequency tracker I created. This gives me a quick visual of which interventions are being used and which are not. I focus on this during the weeks before a meeting so I can determine which accommodations and modifications need to remain, be added, or be removed from an IEP. Data collection is so important but it doesn't have to take over your entire life. Once you create a few checklists that fit your classroom or purchase one of the many checklists and charts from my TpT store, you will save yourself a ton of time and will have more data than you've ever had before!